Teachers' Pedagogical Reasoning and Reframing of Practice in Digital Contexts

Autor/inn/en	Holmberg, Jörgen; Fransson, Göran; Fors, Uno
Titel	Teachers' Pedagogical Reasoning and Reframing of Practice in Digital Contexts
Quelle	In: International Journal of Information and Learning Technology, 35 (2018) 2, S.130-142 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmberg, Jörgen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-09-2017-0084
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Technological Literacy; Pedagogical Content Knowledge; Thinking Skills; Technology Integration; Information Technology; Coding; Guidelines; Teacher Attitudes; Teaching Methods; Secondary School Teachers; Learning Activities; Focus Groups; Interviews; Sweden + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Technisches Wissen; Pädagogische Kompetenz; Denkfähigkeit; Informationstechnologie; Codierung; Programmierung; Richtlinien; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Interviewing; Interviewtechnik; Schweden
Abstract	Purpose: The purpose of this paper is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value. Design/methodology/approach: A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis. Findings: The findings show that teachers' pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers' reframing of practice. Common characteristics in the teachers' reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers' pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK. Research limitations/implications: An increased focus on TPACK research on teachers' pedagogical reasoning is required. DBR is a relevant approach for this. Practical implications: The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts. Originality/value: Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers' reframing of practice. The paper also contributes to TPACK theory development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01